Literaturnachweis - Detailanzeige
| Autor/inn/en | Tennyson, Robert D.; und weitere |
|---|---|
| Titel | Exemplar and Nonexemplar Variables Which Produce Correct Concept Classification Behavior and Specified Classification Errors. |
| Quelle | (1971), (30 Seiten)
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| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Classification; College Students; Concept Formation; Concept Teaching |
| Abstract | Four instructional strategies for promoting the acquisition of infinite concept classes were investigated. Three independent variables were 1) probability level of exemplars and nonexemplars determined by the number of students in a separate sample who correctly classify the instance as an exemplar or a nonexemplar; 2) matching of an exemplar to a nonexemplar so that the irrelevant attributes are the same or very similar; and 3) divergency of an exemplar with another exemplar so that all of their irrelevant attributes differ. Four dependent variables were predicted: 1) correct classification, all instances, exemplars and nonexemplars, correctly identified; 2) overgeneralization, nonexemplars similar to class members identified as exemplars; 3) undergeneralization, low probability exemplars identified as nonexemplars; and 4) misconception, exemplars and nonexemplars sharing a common irrelevant attribute identified as not class members. The four strategies consisted of presenting to S (N=76) a definition followed by 16 exemplars and nonexemplars which were selected according to the hypotheses: 1) IF high to low probability, divergent, and matched THEN correct classification. 2) IF low probability, divergent, and not matching THEN overgeneralization. 3) IF high probability, divergent, and matching THEN undergeneralization. 4) IF high to low probability, convergent, and no matching THEN misconception. A score on each dependent variable was determined for each subject on a specially constructed test requiring S to identify 30 instances of exemplars and nonexemplars. Every hypothesis was supported (p<.01). (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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